How does desktop virtual reality enhance learning outcomes? A structural equation modeling approach

Ai-Lim Lee, Elinda; Wong, Kok Wai; Fung, Chun Che

doi:10.1016/j.compedu.2010.06.006

Cited by 580Virtual Reality Applications and ImpactsEducation and Learning InterventionsOnline and Blended Learning

How does desktop virtual reality enhance learning outcomes? A structural equation modeling approach

Ai-Lim Lee, Elinda, Wong, Kok Wai, Fung, Chun Che·2010·Computers & Education

DOI 10.1016/j.compedu.2010.06.006

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The factors (interest, intrinsic motivation, self-efficacy, embodiment, cognitive load, self-regulation) are identified based on previous VR-based research.
“The factors are identified based on previous VR-based research (e.g., Lee et al. 2010;Makransky and Lilleholt 2018;Makransky and Petersen 2019).”
From The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality (2021) · cites this paper as Lee et al. 2010
Six affective and cognitive factors (interest, intrinsic motivation, self-efficacy, embodiment, cognitive load, and self-regulation) can lead to IVR-based learning outcomes.
“The model describes six affective and cognitive factors that can lead to IVR-based learning outcomes including interest, motivation, self-efficacy, embodiment, cognitive load, and self-regulation.”
From The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality (2021) · cites this paper as Lee et al. 2010
Lee et al. (2010) developed and proposed a framework that incorporates constructs relevant for learning in desktop VR based upon several previously proposed media technology models.
“These studies empirically tested a framework developed and proposed by Lee et al. (2010), which incorporates constructs that are relevant for learning in desktop VR based upon several previously proposed media technology models (e.g., Alavi and Leidner 2001;Piccoli et al. 2001;Salzman et al. 1999;Wan et al. 2007).”
From The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality (2021) · cites this paper as Lee et al. 2010

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Authors: Ai-Lim Lee, E., Wong, K. W., & Fung, C. C.
Affiliations: Murdoch University (AU)
ORCID: Wong, Kok Wai
Fung, Chun Che
Venue: Computers & Education
Publisher: Elsevier BV
Published: 2010-12
Volume: 55
Issue: 4
Pages: 1424-1442
ISSN: 0360-1315 (ISSN-L)
DOI: 10.1016/j.compedu.2010.06.006
OpenAlex: W2013549369
Cited by: 580
References: 99
Citations by year: 2026: 30 · 2025: 47 · 2024: 79 · 2023: 79 · 2022: 65 · 2021: 71 · 2020: 60 · 2019: 33 · 2018: 27 · 2017: 17 · 2016: 15 · 2015: 11 · 2014: 12 · 2013: 15 · 2012: 12
FWCI: 21.28
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Computers & Education (publishedVersion)
Murdoch University Research Portal (submittedVersion)
Topics: Physical Sciences › Computer Science › Human-Computer Interaction › Virtual Reality Applications and Impacts
Physical Sciences › Computer Science › Information Systems › Education and Learning Interventions
Social Sciences › Education › Online and Blended Learning
Keywords: desktop virtual reality, learning outcomes, presence, motivation, cognitive benefits, perceived control, active learning, reflective thinking, spatial ability, learning styles, interaction experience, learning experience, instructional design

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